Enhancing Innovative Partnerships: Creating a Change Model for Academic and Student Affairs Collaboration

Kezar, Adrianna

doi:10.1023/b:ihie.0000006289.31227.25

Cited by 27 publications

(17 citation statements)

References 11 publications

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“…This means that the knowledge of students, the delivery of student services and programs need to be crafted together in order to define, support and expand the mission of student services. The establishment of clear vision of student services programs is significantly important and designed to rally and focus efforts of the student services personnel and clientele, constitute the primary task of the individual responsible for OSA (Kezar, 2003).…”

Section: Discussionmentioning

confidence: 99%

Students’ Degree of Satisfaction of Student Services

Pendon

2016

IRA-JEMS

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<div><p><em>The student services programs must provide an integral development among students manifested in institutional practices; thus, this descriptive study was undertaken to find out the students’ degree of satisfaction of student services programs. A sample of 300 students of WVSU-Janiuay Campus were chosen through stratified –purposive sampling. The results showed that students were very satisfied of all student services. </em><em>When classified as to sex and year level the respondents were very satisfied; however, when classified as to course only BEED were satisfied and other courses were very satisfied of all student services. No significant difference existed when respondents were classified as to sex and year level however there was a significant difference when respondents were classified as to course. Implications and recommendations for further research were discussed.</em></p></div>

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Section: Discussionmentioning

confidence: 99%

Students’ Degree of Satisfaction of Student Services

Pendon

2016

IRA-JEMS

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“…Other research examines elements of the organization that help support collaborative and team forms of leadership. For example, team-oriented forms of leadership are enhanced by structural changes such as breaking down disciplinary and bureaucratic "silos," creating rewards for leading collaboratively, and developing new cross-unit structures (Kezar, 2001a(Kezar, , 2001b(Kezar, , 2002a(Kezar, , 2002b(Kezar, , 2002c(Kezar, , 2002d(Kezar, , 2003a(Kezar, , 2003b(Kezar, , 2005a(Kezar, , 2005bEckel, 2002a, 2002b;Telford, 1995). In addition, the values and mission of the campus can be reoriented to support collaborative and team forms of work and leading (Kezar, 2005a(Kezar, , 2005bTelford, 1995).…”

Section: Teams and Relational Leadershipmentioning

confidence: 99%

2006

ASHE Higher Education Report

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The Revolution in Leadership The Continued Need for Leadership in a Changed Context Organization of the Book Key Terms and Theories Challenges and Missed Opportunities in the Study of Leadership in Higher Education New Directions in Higher Education Leadership Contributions of This Book A World Apart: New Paradigms of Leadership Positivist Paradigm Social Constructivism Paradigm Critical Paradigm Postmodern Paradigm Comparing the Paradigms' Impact Summary A World Anew: The Latest Theories of Leadership Transformational Leadership Complexity and Chaos Theory Expanding Cognitive Theories: Mental Models and Organizational Learning Expanding Cultural and Symbolic Theories: Social and Cultural Theories of Leadership Rethinking Contingency Theories: Processual Leadership Team or Relational Leadership Summary Revolutionary Concepts of Leadership Ethics and Spirituality Collaboration Empowerment Social Change and Social Movements Emotions Globalization Entrepreneurialism Accountability Summary Higher Education Leadership in the New World Changes in the Landscape of Higher Education Leadership Research Trait and Behavior Theories Power and Influence Theories Transformational Leadership Complexity and Chaos Theory Cognitive Theory: Cognitive Frames and Organizational Learning Cultural and Symbolic Theories Teams and Relational Leadership Summary Revolutionary Leadership Concepts in Higher Education Ethics and Spirituality Empowerment Social Change Collaboration and Partnering Emotions Globalization Entrepreneurialism Accountability Summary Practical Implications for the Leadership Revolution Framing Leadership Research in a New Era Notes Appendix: Three Case Studies References Name Index Subject Index About the Authors

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“…With a growing focus on student outcomes for institutional funding and for recruitment, increasing attention has been given to the role and impact of student support and development services. In particular, how these services work in collaboration with faculty and other agents, in supporting student recruitment, transition, engagement, retention and graduate employment has been under investigation (Coates & Ransom, 2011;Kezar, 2003Kezar, , 2011Kezar, Eckel, Contreras-McGavin & Quaye, 2008;Ludeman, Osfield, Iglesias, & Oste, & Wang, 2009;Stone, 2005;Stone, 2005a). The complexity of the roles in SSDSPs and the ability of those to be able to work from the micro level (i.e., with individual students) to a macro level (i.e., across the whole of the institution and beyond) requires a range of specialised and contextualised skills.…”

Section: Introductionmentioning

confidence: 99%

Evaluating a Pilot Course Student Support and Development – a 360 Degree Professional Learning Opportunity

Peters¹,

Main²,

Mooney³

et al. 2019

JANZSSA

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While there are several formal "for credit" professional preparation courses for people working in or aspiring to work in student support and development roles in higher education in the United States of America (USA) and the United Kingdom (UK), to date, no such qualification has been available in Australia or New Zealand. In 2018, a new Student Support and Development course (the Course) was piloted though Host University, Australia. The course was offered as a fully on-line course, either as a credit pathway to the Graduate Certificate in Professional Learning (Host University), or purely for professional development for those not wishing to undertake formal assessment items. A total of 39 participants initially enrolled in the Course with 29 completing some or all of the Course components. On completion of the course, 72% (N = 21) of participants received a Certificate of Completion with almost 43% (N=9) of those undertaking additional tasks and receiving 10 CP credit (AQF Level 8) into further tertiary study. Twenty-eight percent of participants (N=8) received a Certificate of Participation for completing some of the course modules. Overall feedback indicated that the Course was relevant, would positively impact practice, and reported a general satisfaction with the mode and delivery of the Course. However, it was also noted that the diversity of participants' prior experience needed to be considered and that the course needed to be more focused to provide multiple pathways for differing levels of experience and training. Other insights together with reflections of staff facilitating delivery, will be used to inform planning for, and future development of the Course. I am really enjoying it, it has already opened-up many ideas and actions for me-I can't believe I haven't studied this sooner 1

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Enhancing Innovative Partnerships: Creating a Change Model for Academic and Student Affairs Collaboration

Cited by 27 publications

References 11 publications

Students’ Degree of Satisfaction of Student Services

Students’ Degree of Satisfaction of Student Services

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Evaluating a Pilot Course Student Support and Development – a 360 Degree Professional Learning Opportunity

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